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This AdvanceHE webinar was chaired by Patrick Baughan with presenters David Carless, Jess Moody and Jess Stokes discussing different aspects. The format of the webinar was that each presenter gave a 10-15 minute presentation (some followed these guidelines more closely than others) and at the end questions were taken and the panel had a discussion.
David Carless was the first to speak, covering assessment and feedback in online learning environments. His recent tweets (@CarlessDavid) cover a lot of the material discussed below, but I’ve summarised the main points he addressed below.
Flexibility and choice to enable – we want to give students opportunity to show best knowledge and performance.
Assessment needs to be a partnership with students, rather than something that is done to students.
Assessment during this period should be of ‘no detriment’ to our students. We need to provide alternative assessments that can meet the learning outcomes we are looking for – David offered examples of these but you can see a similar list on this DEO page.
Pedagogy even more than technology should guide planning feedback.
Students need to be active in the feedback processes, making meaning from, and acting on, feedback
There needs to be a social and interpersonal and relational aspect to feedback, which is even more pertinent at the moment.
There also needs to be opportunities for acting upon feedback. Proof of feedback pudding is in the eating! Timing of feedback needs to allow for opportunities – think about peer feedback and internal self-evaluation.
Suggested practices for doing this:
Audio and video peer feedback;
enables students to make academic judgements and they can compare their own work with peers. In this climate, it can also help develop a sense of community (Filius et al, 2019). In research done with peer assessment in MOOCs, it was shown that multiple peer reviews aligned with self-evaluation of own work were most effective. It can be a really rich process in the composing of peer review.
Collaborative writing, e.g. Google Docs – multiple sources of feedback and action works in process.
Online quizzes with automated feedback
Teaching screencast or give video feedback to students via online conferencing tools. Allows us to build rapport, nuance, trust and builds social presence. Also encourages students to take action and helps develop shared responsibilities.
Workload needs to be wisely deployed – we need to reduce teacher commentary at times when it cannot be taken up.
Pedagogy drives technology use
We need students to have active involvement in assessment and feedback
Social presence, care and trust is of upmost importance
Support and coaching for feedback literacy should be available.
Jess Moody then went on to deliver her short presentation on inclusion and online assessment in the Covid-19 pandemic.
She identified the key aspects of the challenge:
Decisions about assessment must ensure that all students are equally enabled to demonstrate their learning.
The key factors in decision making are changing or unknown (both delivery and health concerns, economic distress).
The danger of compounding existing structural inequities – award, progression, grants and careers.
Jess then went on to discuss some priority issues:
Digital equity – students do not have equal access to home to both learning materials and access to feedback. Things like internet at home, space and a place to work, privacy at home, access to resources. We need to enable software and hardware for students at home they would normally use on campus.
Safeguarding – Not all of our students are safe at home, need to think of stress of that on top of assessment. Also the online spaces present different challenges (gendered/ racialised issues) for our students.
Temporal equity – students are craving normalcy but time is not available equally to students. There are issues around caring responsibilities, health religious observance and access. Students need option to disengage where they can not prioritise assessments. Not all days are equal – students may have part time jobs etc that means they need extra time to complete tasks. We also need to consider how we check in with students wellbeing during this time.
This is not a binary switch from assessment ‘A’ to assessment ‘B’. We need to understand the diversity and uncertainty of individual needs and we have to support their informed choices about things like delaying exams, taking assessments in a different format, etc. We need to give agency and sense of control to student who may otherwise be feeling powerless.
Policy, procedure and impact analysis – we should embed equality impact analysis in decisions about change. Priorities are changing and we need to ensure we have more streamlined extenuating circumstances, resits, progressions rules and deferral and interruption procedures. Certain groups are likely to apply for these more than others, so be prepared for this. Built into all of this needs to be a commitment to reviewing the impact of decision on different groups.
No one should be left behind – 0identiy our most vulnerable groups
Do no more harm – don’t compound existing inequalities in the crisis
Be transparent and flexible
Support should be first
Make sure you understand the impact of your decisions.
Geoff Stoakes – special advisor in advance HE and close involvement in TEF
At this point in the webinar my neighbour came round to drop off some shopping he had picked up for us so I missed the first part of Geoff’s presentation. When I rejoined the webinar, Geoff almost immediately lost his connection to the internet so all I can do is post the slide we were on! Please speak to the AQPO about any quality questions you have.
We then started the discussion element of the webinar while Geoff sorted out his internet connection.
(Geoff did then go on to finish his presentation but at this point I had been listening and writing notes for 50 minutes and was finding it very difficult to concentrate. There was a great deal of text on his slides and he was going through them too fast for me to take good notes. You can see all of his slides on the AdvanceHE website, which provide a good enough summary of what he was saying.)
I walked away from my computer for a couple of minutes to get a drink and have a quick conversation with my husband. This seemed to reset my concentration ready for the final discussion/ questions part of the presentation.
Discussion following the talks covered:
How lecturers could minimise their own bias when marking online – Jess talked about how bias impacts our decisions more when we are stressed, tired, hungry, etc – which is more evident now at the moment. Institutionally how do we support out staff, deadline for markings could be extended, as well as when and how anonymisation is helpful, how you design assessment mitigates bias and continuous monitoring to ensure that we minimise bias where possible. David discussed evaluative judgements and what we can learn from art and design communities and make professional judgements, it is part of their subject to discuss this and so we need to bring it into other discipline conversations.
How to make it easier to record video feedback – David says that sometimes hard-working staff do too much with feedback (and students can find it overwhelming!) – less is more. We need to train students to self-evaluate and make use of peer feedback.
Resources for students for peer feedback – David has covered this is his previous writings (Carless and Winstone, 2019 – ‘meaty’ chapter on it) – we need to train and coach students in how to do it, model our own experiences, sell the benefits, negotiate with them how to tackle the challenges.
Increase in student anxiety with the flexibility offered in assessments – students are worried they might make wrong choice – how do we mitigate this? David has seen this in his research and encountered this – the more choice, the more confusing for students! We need to negotiate choices with them and asking them to think it through. Jess discusses informed choices and how we communicate in different ways – how can we make things as clear as possible? And consider – are there certain choices that may impact on certain groups more than others? We also need a space where people can come and have that conversation. Why and how are people making certain choices in these times too?
Issues with internet connections – can’t give feedback online – is responsibility of HEI to provide internet access or they need to provide alternative feedback and resources? Jess starts the conversation and says there are legal requirements here that need to be considered depending on where you are in the world. There are moral questions – who are we leaving behind? Other institutions are making funds available for students but internet access is a really difficult one – there are things around proportionality in implementing the Equality Act. Geoff adds that some universities are partnering with a company to ensure students have laptops. We also need to consider alternative forms of assessments that allow for students that do not have internet access.
Recording of this webinar is in the Advance HE Connect membership benefit series, also in Teaching and Learning forum. Advance HE Connect is available as an app on iOS and Android.
If you’re thinking of a doing a webinar, make it shorter than an hour unless you build in long enough breaks for people to have a concentration reset!
Blackboard Collaborate is an interactive web conferencing tool available for staff and students. This hands on workshop will help you set up online spaces, timed sessions and use interactive tools with remote users and external guests. Share screens, create breakout rooms for groups and setup spaces for collaborate work. From feedback meetings to webinars, Collaborate can help you take teaching beyond the classroom.